The aim of this research was to investigate the role of psychological capital Teachers’ Job Commitment and students’ academic Achievements: A Case Study of University of Peshawar with special reference to higher education institute i.e. University of Peshawar Khyber Pakhtunkhwa (KP), province of Pakistan. The objectives of the study were to explore the psychological capital of teachers, the effect of psychological capital on teacher’s job commitment and to ascertain the effect of psychological capital on students’ achievements at tertiary level. The research study was conducted at University of Peshawar. The following null hypotheses were tested: 1) Psychological Capital has no significant effect on teachers’ job commitment. 2) Psychological Capital has no significant effect on students’ academic achievements.3) Teachers job commitment has no a significant effect on students’ academic achievements.4) There is no a significant difference of psychological capital and teachers’ job commitment (M, F) on students’ academic achievements. The research study was descriptive and co-relational/causal in nature as it aimed to describe the respondents attributes e.g. (age, gender etc) and establish relationship with the other factors such as psychological capital, teachers job commitment and student academic performance. The population of this research study was the entire teaching faculty (male and female) of the University of Peshawar. The total population of the study was 637 teachers of the University of Peshawar. The researcher utilizes survey method of data collection as it constructed and administered questionnaire to collect the data from respondents i.e. lecturers, assistant professors, associate professors and professors of University. The sample of the study consisted of 245 teaching faculty. For data gathering, the probability sampling technique i.e. stratified random sampling with proportionate allocation method was used. The data was tabulated, analyzed and interpreted by using an inferential statistical tool (Regression and T-test). To meet the objective number (i) to (v), the researcher used the Hierarchal Linear Regression Model. For measuring objective number (vi), the researcher used independent sample T-test. The result of correlation amid psychological capital, teacher’s job commitment and students’ academic achievement shows that there exists significant positive relationship between variables. Hierarchal Linear Regression analysis was conducted to examine the hypothesized relationship among the variables. The findings of the study exhibit that 1) the absence of psychological capital amid teachers is directly proportional to student’s poor academic grades, 2) those teacher’s in which psychological capital doesn’t exist their students not get higher marks in their assignment, mid-term and final term examinations, 3) those teacher’s in which job commitment doesn’t exist their students not get higher marks in their assignments, mid-term and final-term examination as compared to those teacher’s in which psychological capital exist, 4) The teacher’s job commitment was found a significant predictor of student better academic achievement, 5) the students of more committed teacher with higher psychological capital will get good grades and higher marks in their assignment, mid-term and final-term marks, 6) the committed teacher will give good lectures to their students with great synergy and impact. This in return, leads to the better student learning, enhance student knowledge and social skills. The study recommends that the management of University of Peshawar should make special attention for the enhancement of teacher’s psychological capital and their commitment in the job via training interventions.
Islam is a complete code of life. It is a legal system which fulfills the fundamental and natural rights of human beings. One of these rights is that no action will be taken against anybody if there is received any allegation against him until he is heard. The Islamic law provides the respondent a right to be informed through a show cause notice (SCN) for investigation of the situation whether the allegation against him is true or false. The contemporary laws also assert for security of human rights, but day to day happenings often put them to face many hurdles in its implementation in all such situations, which call further legislation and amendments. This article discusses the SCN procedure in Qur᾽anic perspective. The main purpose is to introduce the compliance and universality of the Islamic law and to make reader know that this law belief (in, on) human rights is to be enhanced for peace and prosperity of human society. There are a bundle of examples in Qur᾽an which clarifies the procedure of a SCN. We have taken just four stories amongst these verses. All of these stories have a complete SCN procedure; from beginning to the end. The procedure is dealt in a descriptive method, accompanied with the SCN procedure in contemporary law also. The conclusion is given at the end that the contemporary law in this aspect is according to the Qur᾽anic instructions.
The research captures the essential and fascinating relationship between important variables of occupational role stress (ORS), daily hassles (DHs), coping strategies (CSs) and psychological well-being (PWB) of government secondary school teachers (GSSTs) in the city of Lahore, Pakistan. The study used mixed method approach, namely qualitative approach was used to collect vast, elaborative information about the variables in the indigenous context, whereas the quantitative research approach was used to determine the exact type of relationship that existed between the variables of the study. An exhaustive literature review lead to the generation of three research questions for the study. The first research question focused on the occupational role stressors (ORSS) and daily hassles (DHs) experienced by government secondary school teachers (GSSTs). The second one was how the occupational role stressors (ORSS) and daily hassles (DHs) effect the psychological well-being (PWB) of government secondary school teachers (GSSTs) and the third one dealt with the coping strategies (CSs) government secondary school teachers (GSSTs) adopt to deal with occupational role stress (ORS). For the qualitative section three different samples of GSSTs were systematically drawn to conduct focus groups. The main themes extracted from focus groups highlighted GSST’s role overload, role ambiguity, resource inadequacy, lack of reward and recognition, lack of support from students and parents, lack of support from management authorities, job insecurity, confrontative coping, avoidant coping, positive appraisal and social support seeking coping. The five main hypotheses were stated for the quantitative estimation of the variables. The relationship between occupational role stress (ORS), daily hassles (DH) and psychological well-being (PWB) of government secondary school teachers (GSSTs) with their adopted coping strategies (CSs). Demographic variables specifically gender, age, marital status, education, occupation, family annual income, number of children, family size and its effect on GSSTs’ assessment of variables of study. To test the hypotheses purposive sampling strategy ix was used to select government secondary schools and then to draw a sample of 800 GSSTs. The instruments administered were occupational role stress scale (ORSS) by Sohail and Ahmed (2012), daily hassles scale (DHs) by Javed and Sohail (2011), revalidation DHs by Islam and Sohail (2012), coping strategies scale (CSs) by craver (1989 & 1995), psychological wellbeing scale (PWB) by Ryff, (1989) and demographic sheet (DS) (Sohail, 2015) in a booklet with response sheet with relevant instructions in Urdu language. The validation study revealed that all scales have high alpha coefficient values above 0.7. The ethical considerations and procedures of the study were clearly documented before the actual initiation of the study. The actual process of data collection fully followed the guidelines as laid down by American psychological association (APA). After the administration of all questionnaires; the responses were coded for data entry on SPSS version 20. The responses were analyzed under both descriptive and inferential statistical methods. Correlation, ANOVA, linear and hierarchical regression was applied. The results of Pearson correlation points the significant positive relationship between ORS and DHs (r = .52**, p <.01). ORS also had significant negative relationship with PWB (r = -.64**, p<.01) and CS (r = -.49**, p<.01). DHs had significant negative relationship with PWB (r = -.47**, p<.01) and CSs (r = -.25**, p<.01). Results also indicated strong positive correlation between PWB and CS (r = .56**, p<.01). Results analyzed through hierarchical regression analysis showed that ORS along with demographic was a significant predictor of DHs p<.05. It was also seen that ORS along with marital status was also a significant predictor of DHs p<.05. Further it showed that ORS along with marital status, age and gender was a significant predictor of DHs p<.05, the study extracted meaningful information that would help in understanding the unique relationship between variables in the Pakistani context. The researcher would like to recommend that teachers, head masters, principals should initiate participatory action research (par) type of action research in collaboration with government officials, members of bureaucracy and public policy makers so to improve the PWB of GSSTs. Par programs should coordinate with both conventional and social media for promoting healthy habits that would ensure PWB is enhanced not only for the teachers but also for the general public. The study extracted meaningful information that would help in understanding the unique relationship between independent variable and dependent variables in the Pakistani context. The study also develops an upfront theory, conducts quantitative and qualitative analysis. The research pivots on concept of developing an effective understanding of the pertinent factors that contribute to ORS and DHs experienced by GSSTs on one hand and the adoption of particular CSs and the resultant PWB. The GSSTs were provided with wellness workshops and a booklet for future reference. This may ensure that the GSSTs develop their own helpful CSs so they are able to reduce the impact of ORS and DHs upholds their PWB.